Unit3 Travel Journal 说课稿
《Unit3Traveljournal》教案高中必修1英语
《Unit3Traveljournal》教案高中必修1英语初高中英语衔接问题一直是困扰中学英语教学的一大难题，因为高中英语教学目标教学要求和教学内容与初中英语教学目标。
下面是小偏整理的《Unit3Traveljournal》教案高中必修1英语，感谢您的每一次阅读。
《Unit3Traveljournal》教案高中必修1英语教学准备教学目标1.通过学生分享自己的旅游经历，用英语进行交流与表达。
2.通过略读与找读，使学生获取文章主要信息，练习阅读技巧。
3.通过小组讨论为旅游准备的物品，使学生用英语简单的语言实践活动。
教学重难点教学重点：利用阅读技巧，获取文章大意及细节教学难点：用英语交流并进行简单实践活动—旅游需要准备的物品教学过程I、WarmingUp:1.I’dliketosharemytravellingexperiencewithyou,andwouldyouliketos hareyourtravellingexperience?2.Theworldhasmanygreatrivers.Haveyoubeentotheserivers?设计意图：大部分学生都喜欢旅游，老师谈谈自己旅游的经历,询问学生的旅游经历。
列举世界上著名的河流图片，让学生来欣赏认识美好的河流。
能有效地调动学生的学习积极性。
河流图片的展示，学生猜测河流的名字，唤起学生的学习兴趣以及对大自然的热爱。
II.Pre-readingHaveyoubeentotheMekongRiver?WhatcountriesdoestheMe kongRiverflowthrough?设计意图：展示沿湄公河的地图，引起学生的兴趣，让学生观察地图，说出湄公河流经的国家，为随后的阅读做好了内容和词汇上的铺垫。
III.Reading1.SkimmingSkimthepassageandfindthemainideaforeachparagraphPara1:DreamPara2:AstubbornsisterPara3:Preparation设计意图：略读：学生快速浏览课文，寻找相关信息并搭配段落大意。
人教版高中英语必修一 Unit3 travel journal 说课稿 全英文
高中英语必修１Unit3 Travel journal说课稿各位评委老师，上午好！我是号考生，我今天说课的题目是《Unit3 Travel journal》。
我主要从教材分析、学情分析、教学方法与策略、教学过程、板书设计等几个步骤向大家详细地讲解我对这节课的安排。
一．教材分析Journey down the Mekong is a piece of travel journal written by Wang Kun. It’s mainly about Wang Kun and his sister’s dream of taking a great bike trip down the Mekong River, their preparation for the trip and some more details of the Mekong River. All young people dream of traveling the world. They are restless and very eager to see new sights. This unit should help students plan a trip and make a connection between geography. So the students may interest in this lesson.二．说教学目标三．教学重点和难点(1)Key point: how to make a travel plan?(2)Difficult point: improve the SS the information processing capability, problem solving ability and self-learning ability as well as the students oral English.四．学情分析My students are first-grade students of senior high school. They have been learning English in junior high school and have accumulated a certain number of vocabularies. They have mastered some simple learning strategies and skills with a preliminary ability of speaking and writing. However, the differences in students' personality and English proficiency are very large. So my teaching design should have gradient to meet the need of different student. Travel is an intresting topic. I will seize the student's psychological characteristics and stimulate students' interest, so that they will learn to participate in the study, and learn to study in the participation五．教学方法和教学工具As is known to us all, a good teaching method requires that the teacher should help the Ss develop good sense of the English language. For achieving these teaching aims, I will use the following methods according to the modern social communication teaching theories.(１) Cooperative learning-for example: Group discussion(２)Task-Based Language Teaching:六．Teaching procedureStep1 Lead in 导入Duty Report （3 mins）When we learn this lesson, students just came back from the National Day not long before. I will take advantage of this opportunity to let the students share their travel experience in class. So they will enjoy the fun of traveling. An then I will introduce the topic of this lesson to the SS: that is how to make plan and preparation for a travel.Purpose: Let the Ss talk about their travel experience will greatly stimulate their interest in participating in the class.Step2 Warming Up(1)List some common transportation means and let the students to discuss theadvantages and disadvantages in groups.Transport Speed Time Needed Safety Coziness PollutionBusCarShipTrainAirplane(2) Let the Ss make a travel plan for themselves. I will guide them in language and content. I will take this opportunity to introduce the present progressive tense to the students.Ｔravel plan●Where are youtraveling to?●How much are youspending on it?●How are yougetting there?●What are youtaking with you for yourtrip?Purpose: Let the SS to know to make a plan. The Ss will learn the Grammar in activity. So they won’t feel it boring.Step3 Pre-reading1.Show the SS a picture of river, ask the SS to guess what the story of this unit mayabout? The students will come to the right answer immediately. They I will aska)Why would people want to see rivers? What do rivers provide?b)How do people make use of rivers in their daily life?2. Show the picture of Mekong to see the courtiers the Mekong River flows through. Then I will list them on the blackboard. Then I will introduce some background information of Mekong to the students.中国、缅甸、老挝、泰国、柬埔寨和越南Purpose: to arouse the Ss interest in learning. Improve the SS language expressing ability.Step４While-reading(1)New wordsConsidering that the new words may affect the understanding of the text, so I will teach the new words to the SS first.Ever since, persuaded, cycling, graduating, finally, schedule, fond of , shortcoming, stubborn, organize. Care about, determined, change her mind, journey, altitude, made up her mind, give in, valleys, pace, bends(2)SkimmingRead the text quickly to get the main idea of this text.(３) Scanning(a)Read the passage again to find the answers：●What was Wang Kun and Wang Wei’s dream?(梦想)●What can they see when they travel along the Mekong?（看到什么）●Will they have some difficulties in their journey? What are they?（遇到的困难）(b). Find some difficult sentences in the text.(4) Group discussionDiscuss Ｗangwei’s and Ｗangkun’s attitude on the trip then list you own opinion on exercise.2Purpose: To develop students’ basic reading skills of skimming, scanning and careful reading and the ability to catch the main idea of the passageStep５Post-reading1. Retell the text using the words you have just learned.2. Work in pairs to make up a dialogue using the information from the passage.Purpose: To develop the Ss language express ability.Step 6 Homework （1 min）1.Write a journal about your last travel.2.Preview the reading on page 18, and think of the questions in pre-reading.Purpose: The SS will review what we have learned in this lesson. And it is will also be a preparation for next class. It will help the SS form the habit of self learning and independent thinking.。
教学设计21：Unit 3 Travel journal
Unit 3Travel Journal一、教材分析：1. 教材所处的地位和作用：本案例是人教版《普通高中课程标准实验教科书·英语（必修）1》第三单元第一课时的Reading部分，中心话题是“Travel”涵盖了听、说、读、写几个部分。
根据新课程标倡导创导新的理念，本案例结合教材，将这一课时内容重新改编，，使之更加适合我校学生的实际情况。
教师在开课之前，借助图片、视频等材料帮助学生掌握了一些关于旅游方面的知识和单词，再通过学生对自己的旅行经历的描述，了解各地或各国的风土人情、风俗习惯。
作为教学导入，以此扩大学生的视野，获取更多知识，扩展词汇量；并通过课文内容学习和相关课堂交际活动，使学生掌握现在进行时表示将来的计划、安排的用法以及向别人告别与表达祝愿时的语句，为下一课时的学习做好铺垫。
根据上述教材分析，考虑到学生已有的认知结构心理特征，制定如下教学目标：2. 教育教学目标：知识目标：掌握和运用一下的单词和句子New words：journal, fare, transportFunctional sentences：Have a good day / time ! Good luck! Enjoy yourself !Best wishes to you.（2）能力目标：通过设计的各种活动，学会用英语交流旅游计划，谈论旅游的行为规范、旅游工具、旅游必备品及相关旅游注意事项。
使学生从所提供的各种材料里获取信息，运用语言组织能力来表达自己的观点并正确使用现在进行时表示将来的用法。
（3）情感目标：了解旅游时的交通工具、旅游必备以及相关的旅游注意事项，激发学生对大自然的热爱和旅游的兴趣。
3. 教学重点、难点：本着课程标准，在吃透教材基础上，我确立了如下的教学重点、难点（1）重点：掌握现在进行时表示将来的用法以及一些表示祝愿的句型.学习一些功能句，应用于实际生活中。
（2）难点：进一步巩固现在进行时表示将来的用法，学习灵活运用表示祝愿的句型。
说课稿：Unit 3 Travel journal
Unit 3 Reading Journey Down the MekongPart 1 The Dream and the Plan一.Analysis of the teaching material1.Status and main idea of the passageThe passage is the highlight of this unit. It is a piece of travel journal written by Wang Kun. It mainly talks about Wan Kun and his sister’s dream of taking a great bike trip down the Mekong River, their preparations for the trip and some more details of the Mekong River.2.Teaching aims1)Knowledge aims: To get students to know how to prepare for a trip and some geographical knowledge about the Mekong River; Guide students to grasp the usage of some important words and phrases such as persuade, insist, be fond of, determine, give in, etc. .2) Ability aims: To develop students’ reading skills like s kimming, scanning and concluding; Guide them to use these reading skills to collect and deal with information. Meanwhile encourage them to express their own travel plans using the language they have learned in the class and cultivate their ability to cooperate with others.3)Emotional aims: To learn to enjoy the fun of traveling and appreciate thebeautiful sceneries in China and the whole world, thus making them love our country, love the world and love nature. Meanwhile raise their awareness of protecting our environment.2.Key points and difficult points1)The key points are how to get students to understand the text better and master the reading skills such as skimming, scanning and so on.2)The difficult points are how to get students to master the important words and expressions in the unit and how to help students to express themselves using what they have learned in this passage.二．Analysis of the studentsMost people are interested in traveling, and our students are no exception. So the topic can generally arouse their interest. Generally speaking, it is not difficult for the high school students to understand the text, but there are still some new phrases and sentences that may be a little bit difficult.三．Teaching methods and aids1.Teaching methods: brainstorming, task-based teaching and learning, situational approach, multimedia assistance, cooperative learning, discussion2.Teaching aids: a projector, a multimedia computer system and other normal teaching tools四．Learning methodsAs is described in modern educational theory, “T he process of obtaining knowledge is more important than obtaining knowledge itself”, so I will try to arouse students’ potential and make them obtain knowledge by self-learning and cooperation, and at the same time form good learning methods to improve their listening, reading, speaking and writing abilities.五．Teaching proceduresStep 1 Lead-in and pre-readingTask 1 Show students some pictures of great rivers and ask them what their names are.Task 2 Require students to discuss the questions below and report their answers to the whole class.Q1: Many people live beside a river. How do they make use of it in their daily life?Q2: The world has many great rivers. If you could follow the route of only one of them, which one would you choose? And how are you traveling?Q3: Look at the map below and list the countries that the Mekong River flows through.Purpose: (1) lead up to the topic naturally and arouse their interest in learning the passage.(2)Check students’ preparations before class and their a bility to searchinformation.Step 2 While-readingTask 1 SkimmingAsk students to read the passage quickly and answer the following questions.Q1: What were Wang Kun and Wang Wei going to do? And who come up with the idea?Q2: Who planned the trip to the trip to the Mekong?Q3: What did they do before the tip?Purpose: Enable students to find out the clue of the text quickly and get them to understand the general idea of the passage as quickly as possible.Task 2 ScanningEncourage students to read the passage carefully and finish the two tasks.Task1 Know better about the tripQ1: What preparations did Wang Kun and Wang Wei do?Q2: What difficulties did Wang Kun and Wang Wei find about their journey?Task 2 Know better about the riverQ1: Where is the source of the river and which sea does it enter?Q2:What can you see when you travel along the Mekong?Purpose: Enable students to find out the exact information about the text and have a better understanding of the trip and the Mekong River.Task 3 Study readingGet students to listen to the tape and find out some important words and phrases.Then encourage them to analyze and memorize them.1.Words and phrases that indicate people’s attitud e and personality:dream about , be fond of, care about, determined, stubborn, insist, shortcoming,make up her mind, change her mind, give in, reliable2.Words and phrases that relate to a trip planever since, persuade, graduate, cycle, organize, schedule, journeys of certain placesglacier, rapids, valley, waterfall, deltaPurpose: to guide students to grasp the usage of some important words and phrases. Encourage them to express their own travel plans using the language they learned in the class.Task 4 consolidationAsk students to use their own words to rewrite the passage of the reading.Purpose: Cultivate students’ ability to summarize and consolidate what they have learnt in the class.Step 3 Post-readingAsk students to brainstorm some adjectives to describe the characteristics of Wang Kun and Wang Wei.Wang Kun’s characteristic ___________________Wang Wei’s characteristic ____________________Purpose: Develop students’ ability to analyze and summarize using what they have learnt.Step 4 SpeakingWith your partner discuss the following question and make a dialogue. Then Act it out before the whole class.Q: Assume that you are going to travel abroad with your friends, what will you do before your trip?Trip: ( schedule, route, budget, transport, …)Step5 HomeworkFinish off the reading task on workbook and preview the tasks in learning about language.六．Blackboard design and time division1.Blackboard designUnit 3 Reading Journey Down the MekongPart1 The Dream and the PlanI. Lead-in; pre-readingII. SkimmingIII. ScanningIV. Study readingV. ConsolidationVI. Post-readingVII. SpeakingVIII. Homework2.Time divisionLead-in and pre-reading (8’)While-reading (23’)Post-reading (3’)Speaking (5’)Homewo rk (1’)。
Unit 3 travel journey 说课稿
Unit 3 Travel journal 说课稿尊敬的老师，各位同学：大家下午好。
今天我说课的内容是人教版新课标高中英语必修一Unit 3 Travel journal 第一课时。
我将从学情分析，教材分析，教学目标，教学重难点，教学方法&教学用具，教学过程五方面来进行我的说课。
学生在日常生活中已经或多或少了解一些旅游的相关知识，但是并不系统，可他们对于旅游这个话题必然是非常感兴趣的。
所以本课将在他们已有的生活储备和英语基础上，提高他们对于语言运用和话题讨论的能力以及相关语言知识和语言技能。
本单元选自人教版高一英语必修一第三单元，本单元的中心话题是“旅游”，通过旅游日记的方式描述旅行见闻。
具体涉及旅游所需的准备工作,既包括物质准备，如：选择安排旅游时间、景点、路线、交通工具等。
又包括精神准备，如：让学生了解河流对人类生活的作用与保护环境的重要性。
根据本教材的知识结构和内容分析，以及学生们的心理特征和认知结构，本课时制定了三个教学目标。
【1】语言知识目标学习在本篇课文中出现的新词汇，并理解课文【2】语言技能目标在听中获得信、处理信息，掌握几个阅读技巧【3】情感态度目标形成良好的生活态度，培养学生的合作意识。
根据学生的学龄特点，在吃透教材的基础上，本课时还制定了以下的重难点：重点教授新单词，理解课文。
难点掌握几个阅读技巧。
结合所学的内容，以及本课的安排，本课所采取任务型教学法，视听教学法，所使用的教学辅助是多媒体。
为了突出重点，突破难点，并达到教学目标，我制定了以下的教学过程：1,导入部分在导入部分，我会使用学生熟知的拉丁神灯作为本课的切入点，在拥有一次旅游机会后，让学生根据问题，对自己的旅游做一个简单的规划。
学生回答完问题后，我会说出我的想法，并根据介绍细节。
然后展开讨论2，读前在学生展开阅读之前，让学生带着问题去阅读。
这样能有效的提高阅读质量。
3，读中在昨天对本课的生词学习以后第一遍阅读的基础上，让学生听句子写出文中的生词。
高一英语Book1 Unit3 Travel Journal 获奖说课稿
高一英语Book1 Unit3 Travel Journal说课稿教学内容分析本单元的中心话题是“旅游”，可以说这是一个世界性的时尚话题，随着经济发展、社会进步、人们生活水平的提高，旅游作为现代人的一种生活方式，越来越被更多的人们所接受与喜爱。
文中涵盖了有关这一话题的许多内容，如:“人们在旅游中的交通方式”“旅游点的选择”，还有新兴的旅游方式----“探险旅游”、“生态旅游”等等。
而所有的语言知识和语言技能几乎都是围饶这一中心话题而设计的。
而在上这一单元时，正赶上“十一”长假到哪去的话题，学生应该比较感兴趣。
Warming-up 由三部分组成:第一部分通过图例可以看出人们旅游过程中发生的不文明行为;第二、三部分要求讨论有哪些交通方式。
主要目的在于激活学生已有的相关背景知识，引出话题，为后面几堂课的讨论做好热身准备，是本单元的总动员。
比如:第一部分的图例内容与eco-travel联系比较紧密，我就把它作为这一课(第六课时)的导入。
Listening提供了两部分听力资料。
前面为三则飞机起飞前的广播通知;后面是写在五张明信片上的旅游者的自叙。
目的在于通过输入语言，掌握一些旅游中会碰到的常用表达法。
Speaking 提供的是关于“时光机器”的资料，幻想人们可以借助于这一神奇的交通工具，在过去、未来的时间长河里随心所欲地畅游，文后设计了表格。
这是一个比较开放性的话题，学生可以展开想象，结合学过的历史、地理知识畅所欲言，能充分调动他们“说”的兴趣。
整个活动涉及了“听、说、写”多个技能，按要求完成一定的表格，使之“说”的时候更言之有物。
Reading 分为三部分:pre-reading, reading, post-reading. pre-reading提供了与阅读材料相关的三个问题，启发学生预测课文内容;reading 是一篇关于探险旅游的材料，其中介绍了hiking 与rafting，话题较新颖;post-reading设计了一些帮助学生检测对课文作浅层、深层理解的巩固练习。
人教版高中英语Unit 3 Travel Journal教案教学设计
人教版高中英语Unit 3 Travel Journal优秀教案教学设计人教版高中英语Unit 3 Travel Journal优秀教案教学设计教学内容：人教2022版一般高中课程标准实验教科书第—册第三单元教学目标：1.学生能说出世界上主要河流的名称及其发源地和入海口(如：Changjiang River,Huanghe,Nile,Amazon,Mississippi,Thames；Mekong)2. 学生学到一些有关地理的单词和短语(journey down ; cycle along; from where it begins to where it ends;bike rides; river;valley; camp; altitude; waterfall; travel across;pass through ; plain; enter)3. 学生通过阅读训练，提高对文章信息的理解能力；4. 学生懂得如何做好旅游前的打算工作并能够把自己旅游中的见闻介绍给大家。
教学重点 1. 谈论世界大河，学会有关地理的单词和短语journey down ; cycle along; from where it begins to where it ends;bike rides; river;valley; camp; altitude; waterfall; travel across;pass through ; plain; enter2. 通过阅读课文，学会运用推理，迁移等能力完成对课文的理解。
教学难点：谈论旅游前的打算工作及教学方法：通过合作、探究、互动、商量等教学方法，培养学生自主学习的能力，与人合作、沟通的能力及获得和处理信息的能力教学过程：一、创设情境二、1找到自己手中的世界地图说出世界上比拟有名的河流〔Changjiang River,Huanghe,Nile,Amazon,Mississippi,Thames；Mekong〕，设置问题，引发学生想象并谈论。
高一英语必修一 Unit3 Travel Journal 说课稿
高一英语必修一 Unit3 Travel Journal 说课稿1. 教材分析本单元的中心话题是“旅游”，通过旅游日记的方法描述旅游见闻。
课标内容：语言技能：学习用英语表达祝愿和告别以及交通方式；学会在准备出行之前与同学用英语讨论、制定旅游计划，通过上网查阅相关资料以及写信向朋友或知情人作一些必要的咨询，以了解旅游常识以及旅游必备的手段和必备的费用等；学会在旅游期间或旅游结束后用英语写游记供自己欣赏和他人参考，养成用英语写游记或日记、学会思考和倾诉的良好习惯，从而提升用英语与人沟通、思考问题和解决问题的能力以及写作能力。
听：准确掌握听力材料中的升调和降调，迅速获取文章中的旅行方式、旅行路线以及时间、地点、人物等重要信息。
说：用地道、规范的句子向别人告别或表达祝愿；能够熟练使用现在进行时表述自己对未来的打算。
读：阅读本单元课文及相关旅游文章，能够从文章中获取主要信息，克服像地点名、民族名，民族特点的节日名称的障碍。
写：能够写一篇游记，要求做到：思路清晰，语言简练，并能正确表达自己所做之事、所到之处以及自己的感受。
语言知识：学习本单元22个新单词、2个新短语以及用现在进行时表示将来含义的用法。
话题：Travelling; describing a journey词汇：见教材词汇表功能：1.祝愿和告别(Good wishes and farewells)1).Have a good day/ time/journey/rip!Good luck! Enjoy yourself! Best wishes to you!Happy New Year! Merry Christmas! Happy Birthday!2). Thank you. You, too. The same to you.2.交通方式 (Means of transportation)walking, cycling, horse riding, taking buses/trains/boats/plane语法：现在进行时表示将来When are you leaving?How are you going there?Where are you staying?How long are you staying there?When are you coming back?情感态度和价值观：通过课文的学习，要求同学们能够积极参与关于旅行准备、旅游见闻、旅游感受等方面的交流活动，用准确的英语描述国内外的重要景观、名胜古迹以及一些当地的旅游文化节日。
必修一 Unit 3 Travel journal教学设计
巩固本节课所学知识
让学生在对文章了解的基础上有更深入的理解，培养学生独立思考和简单的推理能力
Step 4 Summing up
Summarize the passage by filling in the blanks(If time permits,do it in class.If not,let the Ss do it as their homework).
教学策略
1.自主学习策略：通过背单词及新课的预习，对阅读内容有大致的了解，有助于新课的学习。
2.启发式教学策略：引导学生思考问题，回答问题。
3.合作学习策略：通过小组及同桌合作学习，培养合作学习、互帮互助的精神，也更有助于培养学习英语的兴趣。
教学准备
1.布置预习作业（请学生在课前背诵好上节课所学单词，并预习课文内容）。
1.Skim the passage and find out the main idea of the passage and each paragraph.
2.Read the passage again and answer some questions.
3.Fill in the blanks
必修一 Unit 3 Travel journal
学生分析
本课的授课对象为新走进高中的高一学生，尽管通过前两个单元的学习，已经对长篇幅的文章有了一定程度的适应。但是因为初中英语基础较差，对英语的感兴趣程度较低，完成长篇阅读还是有一定难度。因此，为了让学生能够更好的理解文章，采用从整体到细节的方式进行，让学生对文章有更清晰的认识。
Fill in the blanks.
重新梳理一遍文章的主体内容
人教版高中英语必修1上学期+Unit+3+Travel+journal+PPT说课稿
Lesson Plan InterpretationNSEFC Book1 Unit3 Travel JournalHello, everyone. It’s an honor for me to stand here and interpret my lesson. The lesson plan I am going to talk about is fro m NSEFC Book 1 Unit 3 Travel Journal. I’ll explain how to teach and why do so from the following 5 aspects: the theoretical basis, understanding of the teaching material, teaching methods and studying ways, teaching procedure, blackboard design.Ⅰ. The theoretical basisFirst, I’d like to show my theoretical basis--schema theory and top-down model (Goodman, 1971). Journey down the Mekong is a reading course. According to schema theory, reading comprehension is an interactive process between the reader’s bac kground knowledge and the text (Carrel and Eisterhold, 1983), or between the new information and the old knowledge store (Anderson and Pearson, 1984). So in order to improve the students’ reading speed and reading comprehension, language teachers should tr y to activate the Ss’ old knowledge store and add more relevant background knowledge before they get the students to read. According to the top-down model, general idea of the text will be got first, and then come the details.II. Understanding of the teaching materialMy understanding of the teaching material includes 3 parts: the status and the function, teaching objectives, the important and difficult points.At the beginning, let’s focus on the first part. Journey down the Mekong is a piece of travel j ournal written by Wang Kun. It’s mainly about Wang Kun and his sister’s dream of taking a great bike trip down the Mekong River, their preparation for the trip and some more details of the Mekong River. General speaking, it is not difficult for the students to understand the text, but there are some new phrases and sentences that may be a little bit difficult. So before the students’ first reading, I will explain the new words and phrases briefly and after reading the whole passage, I will embody the usage of the news words and phrases, and get the student understand the difficult sentences. As it is a piece of journal, besides learning the new words and phrases, students can get the general idea of how to write a journal.That’s all for the first part, now let’s move to the second part. According to the teaching material and the new curriculum of English, in order to fulfill the learning task of this lesson, I establish the following objectives:a) Knowledge objectivesBy the end of the lesson, Ss will have a better understanding of the meaning and structure of the text. Then Ss will grasp some useful words and expressions such as determined, make up one’s mind, give in, be fond of …, care about…, stubborn, etc.b) Ability objectivesActually students should be encouraged to do speed reading in the first period of reading lesson. But the students in my class are lack of independent readingability. In this class, I will encourage and help them to read, think and find out information by themselves most time. Since the main objective of reading course is to improve the Ss’ reading ability, I’ll train their ability of identifying the general idea in the fast reading. And in intensive reading their ability ofinformation-gathering and summarizing is developed. And the whole class is for Ss to develop their reading skills as scanning, skimming, information-gathering, summarizing and guessing the new words from the text.c) Moral objectivesThough Journey down the Mekong is mainly about the trip down the river, it also talks about the scenery and life along the river. So before learning the text, we will have a short discussion about the importance of the river. I want the Ss to have the awareness of protecting the river and protecting our environment.Well, so much for the teaching objectives, let's come to deal with the third part: the important points and the difficult points. According to the national curriculum of English and language learning theory, when teaching reading, we should encourage the Ss to do speed reading for the first time, that’s to say, we should encourage our Ss to read as fast as they can when they do the first reading. So much emphasis should be put on reading skills and reading comprehension as well. So the important points are that how to make Ss grasp the new words and phrases and how to improve their reading skills as scanning, skimming, information-gathering and summarizing. As to the difficult points, they are the same as the important ones.III. Teaching methods and studying waysThat’s all for my understanding of the teaching material. Now let’s focus on the ways of teaching and learning.Generally speaking, I adopt task-based language teaching and communicative approach in my class. As for learning, Ss will learn through independent reading, discussing and cooperating.I will use computer and blackboard as my teaching aids.Ⅳ. Teaching procedureHere comes the most important part, the teaching procedure. It includes 5 steps: Step I: Lead-in and pre-reading, Step II: While-reading, Step III: Consolidation, Step IV: Post-reading, Step V: Homework.Step I: Lead-in and pre-reading (7mins)Now let’s come to the first step. There are three activities in this step and I will spend 7mins on them.In activity one, I will ask Ss two questions "Do you know some great rivers in China?" and "Why they are great?” Here, as the Ss get famili ar with the Chinese great rivers, I choose to ask them some great rivers in China. And the answer to the second question can lead in the next activity--brainstorming.In activity two, I will ask the Ss to discuss in pairs and answer the question "How do pe ople who live along a river use it?” My purpose of this activity is to remind the Ss the importance of the river, thus stimulate the Ss' awareness of protecting the rivers.In the last activity, I will show the Ss a picture of the Mekong River and ask them to list the countries that it flows through. This activity leads in the while-reading. Step II: While-reading (21mins)While-reading is the main part and it will take 21mins. Here I adopt the top-down reading model. This step is divided into 2 parts: fast reading and careful reading. Before reading, I will ask the Ss to predict what will talk in the text according to the title. It can exert the Ss' imagination.1) Fast readingDuring fast reading, I will ask the Ss to reading the whole passage quickly and get the main idea of each paragraph. Usually, the main idea of each paragraph is the first sentence or the last sentence, but this text is not. So the main idea of each paragraph will be matched because the Ss are lack of the skill of summarizing the main idea by themselves.2) Careful readingAfter getting the general idea of each Para., I will deal with the details Para. by Para..In paragraph one, I will ask the Ss to read quickly and do the exercises T or F. And if it is F, I will ask them to correct it. This exercise can help the Ss get the key information of the first paragraph in a short time and can deepen the Ss’ understanding of the first paragraph.In paragraph two, I will ask Ss one question “Is it a difficult journey to cycle along the Mekong? W hy?” This can help the Ss develop their ability of summarizing. If theSs can’t answer the question briefly, I will encourage them to find the key sentences and try to join them together.And in the last paragraph, I will ask Ss two questions “How does th e water of Mekong River change?” and “What can you see when you travel along the Mekong River?” Both questions are required to answer in keys word. In order to lower the difficulty of the questions, I will show them the examples. After that, I will present some pictures to deepen the Ss’ impression on the new words. And these two questions can help the Ss gain a deeper understanding on the Mekong River. Step III: Consolidation (6mins)After dealing with the detailed information of each paragraph, I will ask the Ss to read the whole passage again and answer two questions to consolidate what they’ve learnt. It will take 6 minutes. The two questions are “Where is the source of the Mekong River and which sea does it enter?” and “How do Wang Kun and Wang Wei prep are for the trip?” It is easy for the Ss to find the answer to the first question in the text. As to the second question, it may be a little difficult, so I will list some tips for the Ss to find the answer more easily.Step IV: Post-reading (10mins)That’s all for the while-reading. Now let’s move to the fourth step. In this step, I will design two activities and I will spend 10 minutes on them.The first activity is filling in the blanks. In this activity, Ss are required to find the different attitudes of Wang Kun and Wang Wei to the trip, and then the teacher will express her attitude to this trip. After demonstrating, Ss are encouraged toexpress their attitudes. It can help the Ss train their ability ofinformation-gathering and expression.The second activity is thinking. In this activity, I will ask the Ss to discuss in groups of four and try to use some words to describe the characteristics of Wang Kun and Wang Wei according to their attitudes. It is really difficult, but it can not only train their ability of analysis and comprehension, but also cultivate their spirit of cooperationStep V: Homework (1min)Finally it comes to the homework. Ss are required to review the learnt lesson and underline the useful words and phrases in the text. This one is for them to consolidate what they’ve learnt and make preparation for the next lesson—Learning about the Language..Ⅴ. Blackboard designOn the top, there is the title of this lesson. On the left, it lists some important roles that the river plays. On the right, there are some useful words and expressions. That’s all for my interpretation. Thank you for your att ention。
高中英语 Unit3 Travel Journal说课稿1 新人教版必修1-新人教版高二必修1英语教
Unit3 Travel JournalHello, everyone. My name is Zhu Xinjie, from Zhongmou No.2 Senior high school. It’s an honor for me to stand here and interpret my lesson. The lesson plan I am going to talk about is from Book 1 Unit 3 Travel Journal. I’ll explain how to teach and why do so from the following 5 aspects: the theoretical basis, understanding of the teaching material, teaching methods and studying ways, teaching procedure, blackboard design.Ⅰ. The theoretical basisThere are two theories:schema theory and top-down model.First, schema theory . According to schema theory, reading prehension is an interactive process between the reader’s background knowledge and the text . So in order to improve the students’ reading speed and reading prehension, language teachers should try to activate the Ss’old knowledge store and add more relevant background knowledge before they get the students to read. According to the top-down model, general idea of the text will be got first, and then e the details.II.Understanding of the teaching materialMy understanding of the teaching material includes 3 parts: the status and the function, teaching objectives, the important and difficult points.This passage is mainly about Wang Kun and his sister’s dream of taking a grea t bike trip down the MekongRiver, their preparation for the trip and some more details of the MekongRiver. Generally speaking, it is not difficult for the students to understand the text, but there are some new phrases and sentences that may be a little bi t difficult. So before the students’ first reading, I will explain the new words and phrases briefly and after reading the whole passage, I will embody the usage of the news words and phrases, and get the student understand the difficult sentences.In order to fulfill the learning task of this lesson, I establish the following objectives:a) Knowledge objectives1. By learning this text, Ss will have a better understanding of the meaning and structure of the text.2. Ss will grasp some useful words and expressions such as determined, make up one’s mind, give in, be fond of …, care about…, stubborn, etc.b) Ability objectivesFor lack of independent reading ability. In this class, I will encourage and help them to read, think and find out information by themselves most time. Since the main objective of reading course is to improve the Ss’ reading ability,I’ll train their ability of identifying the general idea in the fast reading. In intensive reading, I’ll train their ability of information-gathering and summarizing.And the whole class is for Ss to develop their reading skills as scanning, skimming, information-gathering, summarizing and guessing the new words from the text. c) Moral objectivesThough Journey down the Mekong is mainly about the trip down the river, it also talks about the scenery and life along the river. So before learning the text, we will have a short discussion about the importance of the river. I want the Ss to have the awareness of protecting the river and protecting our environment.III. Teaching methods and studying waysGenerally speaking, I adopt task-based language teaching and municative approach in my class.As for learning, Ss will learn through independent reading, discussing and cooperating.I will use puter and blackboard as my teaching aids.Ⅳ Teaching procedureHere es the most important part, the teaching procedure. It includes 5 steps. Step I: Lead-in and pre-reading (7mins)The first step. I will ask Ss two questions "Do you know some great rivers in China?" "Why they are great?”and "How do people who live along a river use it?”I will spend 7mins on them. Then I will show the Ss a picture of the MekongRiver and ask them to list the countries that it flows through. This activity leads in the while-reading.Step II: While-reading (21mins)While-reading is the main part and it will take 21mins. Here I adopt the top-down reading model. This step is divided into 2 parts: fast reading and careful reading. Before reading, I will ask the Ss to predict what will talk in the text according to the title. It can exert the Ss' imagination.1) Fast readingDuring fast reading, I will ask the Ss to reading the whole passage quickly and get the main idea of the passage and each paragraph.2) Careful readingAfter getting the general idea of each Para., I will deal with the details Para. by Para..Step III: Consolidation (6mins)After dealing with the detailed information of each paragraph, I will ask the Ss to read the whole passage again and answer t wo questions to consolidate what they’ve learnt. It will take 6 minutes. The two questions are “Where is the source of the MekongRiver and which sea does it enter?” and “How do Wang Kun and Wang Wei prepare for the trip?” It is easy for the Ss to find the answer to the first question in the text. As to the second question, it may be a little difficult, so I will list some tips for the Ss to find the answer more easily.Step IV: Post-reading (10mins)That’s all for the while-reading. Now let’s move to the fourth step. In this step, I will design two activities and I will spend 10 minutes on them. The first activity is filling in the blanks. In this activity, Ss are required to find the different attitudes of Wang Kun and Wang Wei to the trip, and then the teacher will express her attitude to this trip. After demonstrating, Ss are encouraged to express their attitudes. It can help the Ss train their ability of information-gathering and expression. The second activity is thinking. In this activity, I will ask the Ss to discuss in groups of four and try to use some words to describe the characteristics of Wang Kun and Wang Wei according to their attitudes. It is really difficult, but it can not only train their ability of analysis and prehension, but also cultivate their spirit of cooperationStep V:Homework (1min)Finally it es to the homework. Ss are required to retell the story and review the learnt lesson and underline the useful words and phrases in the text. This one is for them to consolidate what they’ve learnt and make preparation for the next lesson—Learning about the Language..Blackboard designOn the top, there is the title of this lesson. On the left, it lists some important roles that the river plays. On the right, there are some useful words and expressions.That’s all for my interpretation. Thank you.。
Unit 3Travel Journal教案
Unit 3 Travel Journal 教案教学目标【知识目标】To learn about the words and phrases about geographyTo know about the Mekong RiverTo understand the character of Wang Kun and Wang Wei【能力目标】Learn to read a mapImprove Ss’ reading skills (skimming and scanning)【情感目标】Know to respect and communicate with others when having different opinions Know to love and protect the rivers in the world教学重难点【教学重点】Help Ss to improve their reading skillsH elp Ss to understand the author’s trip down the Mekong River【教学难点】Help Ss to understand Wang Kun’s and Wang Wei’s attitudes to the trip Help Ss to analyze the characters of Wang Kun and Wang Wei【考点同步解读】一、重点短语1. travel----泛指旅行journey----指长时间长距离的陆上旅行voyage----指长距离的水上旅行，也可以指乘飞机旅行trip----常指短时间短距离的旅行tour----指周游，巡回旅游，2. prefer to 更加喜欢，宁愿 prefer A to B 比起B，更喜欢Aprefer doing to doing 比起做…，宁愿做…prefer to do rather than do 与其做…, 不如…3. flow through 流过，流经4. ever since 自从5. persuade sb. to do sth. 说服某人做某事6. be fond of 喜欢7. insist on doing 坚持做某事 insist + that 从句（用should+ V原）8. care about 关心. change one’s mind 改变想法10. altitude 高度attitude 态度，看法11. make up one’s mind to do下定决心做某事 = decide to do = make a decision to do12. give in 让步，屈服give up 放弃13. be surprised to …对…感到惊奇to one’s surprise 令某人惊讶的是…14. at last = finally = in the end 最终15. stop to do 停下来去做某事stop doing 停止做某事16. as usual 像往常一样17. so…that如此…以至于… So + adj + a/an + n. + thatSuch + a/an +adj. + n. + that18. be familiar with 对…熟悉（人作主语）be familiar to 为…所熟悉（物作主语）二、语法:现在进行时表将来现在进行时表将来，表示最近按计划或安排要进行的动作，常见的现在进行时表将来的动词有：come/ go / leave/ arrive / travel / take / stay/ do等.【核心素养聚焦】1. Encourage students to learn more about traveling and tourist culture2. Enable students to become more interested in traveling and experience the beauty of nature so as to be fond of nature.3. Train the students’ ability to cooperate with others4. Try to make the students to use some useful words and expressions correctly5. Try to make the students to review the useful sentence patterns6. Train the students to interest in learning English课前准备Tape recorder, Multimedia教学过程Step1. Warm-upA competition between groups:1)Which country is Mississippi River located in?2)Which country is Thames River located in?3)Which river is the longest river in the world?4)Which river is the second longest river in the world?5)Which river is the longest river in China?6)Which river is the most important river in Southeast Asia?【设计意图】通过小组竞赛激发学生参与课堂的积极性，并让学生了解和积累世界河流的知识，为进一步阅读理解文章做准备。
Unit 3 Travel journal的说课稿
Unit 3 Travel journalPeriod 1 Warming up & Pre-reading尊敬的各位领导、评委、老师:大家好！今天我说课的内容是高中英语新课标人教版必修一第三单元Travel journal（旅游札记）中的第一课时，课型为warming up和pre-reading。
整个说课我将分为以下七部分：教材分析、学情分析、教学目标、教学重难点、教学方法、教学工具和教学过程。
一、教材分析本单元的中心话题是“旅游”，可以说这是一个世界性的时尚话题，随着经济发展、社会进步、人们生活水平的提高，旅游作为现代人的一种生活方式，越来越被更多的人们所接受与喜爱。
文中涵盖了有关这一话题的许多内容，如：“人们在旅游中的交通方式”“旅游点的选择”，还有新兴的旅游方式----“探险旅游”、“生态旅游”等等。
而所有的语言知识和语言技能几乎都是围饶这一中心话题而设计的。
而在上这一单元时，学生们不久前正好从国庆节休假回来，学生应该比较感兴趣。
二、学情分析高中一年级的学生已经在初中阶段的英语学习中，已经积累了一定的词汇基础，并掌握了一些简单的学习策略和技巧，具有初步的听说读写能力。
但是，学生个性和英语水平差异大，因此教学设计要有梯度，由浅入深，注意层次性。
英语作为一门语言，其最基本的作用就是人际交流。
但是中国学生普遍的情况是不愿开口说英语。
因此我在课堂要鼓励学生们利用每个机会开口说英语，以达到锻炼口语的目的三、教学目标语言知识：掌握本课的生词和有用的表达方法；掌握运用现在进行时表示将来的用法。
语言技能：学会用英语交流旅游计划。
运用语言组织能力来表达自己的观点。
情感目标：通过旅游增长见识，激发对祖国的爱和对生活的爱。
文化意识：通过旅游了解世界各国文化；形成跨文化交际意识。
学习策略：在课外与同学结伴旅行，有效合作。
学习有效地使用地图、网络等资源。
四、教学重点和难点1、重点：学会制作旅行计划；学会用现在进行时表将来的用法。
英语人教必修一Unit-3-Travel-Journal-【教学设计】
Unit 3 Travel Journal教材分析本单元的话题是旅游，学生对此话题较为熟悉，应该有较浓厚的兴趣。
整个单元讲述的是主人公“王坤”以旅行日记的形式详细地记录自己沿着湄公河而下的自行车旅行。
学生通过追随作者的旅行，学习及探讨与旅游相关话题和内容，如：了解旅游常识，如何设计旅行计划，如何为旅行做准备，旅行的意义等。
通过本单元的学习，学生不仅能掌握与旅游及地理相关的主题词汇，理解和运用现在进行时表示将来的语法项目，还会通过探讨旅游话题了解世界各地的文化，增强对祖国河山的热爱和国际意识，进而开拓学生思路，培养学生的跨文化交际能力。
Warming up 部分先让学生分享国庆假期的游玩经历，引导学生探讨节假日旅行的利与弊。
通过对比分析几种常见交通方式的利弊，择优选择自己旅行的最佳出行方式，并尝试为自己设计旅行计划。
Reading部分先通过Pre-reading的问题，引导学生关注世界各大河流及人类对河流的利用，和理解湄公河在东南亚的地位及对东南亚各国人民的重要作用。
课文主要介绍了主人公王坤和王薇的梦想及骑自行车沿着湄公河旅行的计划和准备。
在整体理解课文主要内容后重点引导学生分析王坤和王薇两位主人公的性格及对旅行的不同态度。
Learning about Language以文本核心单词与词组为直接学习内容，加强学生的英英释意习惯，让学生学会利用字典及参考书进行自主归纳与学习。
在本课时的词汇学习中强调在语境中正确理解和运用词汇；Using Language集听、说、读、写于一体。
先通过读旅行日记的第二部分来了解其文体特征及内容、听一段关于王坤与老挝女孩的一段对话、探讨自己对老挝感兴趣的话题，写一封email询问王坤的旅行情况；Grammar是学习现在进行时表示将来的用法，并进行操练。
引导学生通过观察对比例句，总结归纳现在进行时表将来的用法及规律，并在生活情境中正确运用该语法项目。
在本单元的Learning Tip中给学生提出写旅行日志的方法和好处，鼓励学生外出旅行时写旅游日志(travel journal).教学目标(1)学习理解旅行日记Journey down the Mekong的行程及主人公的所见所闻；(2)能够熟练掌握并运用现在进行时表示将来的语法项目；(3)帮助学生掌握正确的旅游常识，及培养学生的安全意识及保护自然的责任感。
高中英语 Unit 3《Travel Journal》Period 6 Speaking and Writing说课稿6 新人教版必修1
Unit 3 Travel journalPeriod 6 Speaking and Writing整体设计从容说课This is the sixth teaching period of this unit. The teacher can first check the homework and review what they learned in the last lesson.The emphasis of this period is laid on developing the s tudents’ speaking and writing ability. First show the students the pictures of the Aswan Sam, the Hoover Dam and the Three Gorges Dam. Discuss and talk about the question:What do you think a dam does to a river and the people who live on it? Then go through the part Writing on Page 23 and let the students know what to do. Later on, get them to begin to write a short email to Wang Kun as a friend of his asking about Laos. This email is a type of writing that students will be very familiar with. Tell the students they can follow the steps:1. In pairs choose the details about Laos that are most interesting. Think of what else you would like to know about Laos. Write these ideas down as questions. 2. Now choose two or three of the best questions for your email. Each question should have another sentence explaining why you want to know this information. 3. Put them in an order that makes sense. 4. Begin your email as shown on Page 24 in the textbook and add your questions for Wang Kun. Your writing should not be more than one paragraph. 5. Finish your email.As for Writing task on Page 60 in the workbook, it gives students practice in persuasive writing. They must persuade or convince their classmates to use their travel agency because it offers the best services for the price. This task involves teamwork and group planning of the kind students will needto do after they finish their education and enter the workforce. To make the poster more attractive to readers, the teacher should encourage students to choose their words carefully and use sensory detail when possible. The prices they list should be realistic for the services tourists are offered. Encourage the students to consider their audience. In other words, ask them:For whom are you making this poster? or what kind of tourist do you hope to attract? Ask the students to make a poster after the model on Page 60. If time doesn’t permit, this task can be homework. Make sure students work in groups to finish it.教学重点 1. Develop the students’ speaking ability.2. Get the students to learn to write an email and a travel poster.教学难点 Get the students to make an advertisement or a brochure.教学方法 Discussing and cooperative-learning教具准备 The multimedia and other normal teaching tools三维目标Knowledge aims:1. Get the students to learn some useful new words and expressions.2. Get the students to know about what a dam does to a river and the people who live on it.3. Get the students to learn the form of an email and the ways to express good wishes.Ability aims:1. Develop the students’ speaking ability.2. Get the students to learn how to write an email and how to express good wishes in it.3. Get the students to learn how to make a travel poster.Emotional aims:Enable the students to master writing skills and write excellent emails and make wonderful posters.教学过程设计方案（一）→Step 1 Revision1. Check the homework exercises.2. Ask some students to summarize JOURNEY DOWN THE MEKONG.→Step 2 Speaking1. Show students the pictures of the Aswan Dam, the Hoover Dam and the Three Gorges Dam and talk about them.2. Work in pairs and discuss the question:What do you think a dam does to a river and the people who live on it?3. Make a list of good and bad things a dam does.Good things:1)control floods2)make electricity3)The raised water level makes it possible for heavy-loaded ships to pass.4)bring new sceneryBad things:1)force the people to move from their land and homes2)The Three Gorges Dam has forever changed some of the most historically celebrated scenery in the area.3)Refugees are economically, culturally and psychologically devastated.4)People in the Mekong Delta suffer from diseases dams and large irrigation projects in the tropics bring.5)The construction of dams in Southeast Asia has brought some of thecountries into heavy debts.4. Discuss your report with your classmates.→Step 3 Writing1. Pre-writing1)Talk about what is the difference between a diary and a travel journey.Show the two passages on the screen.Passage 1:It is the most beautiful spot I have visited in the world to date. It has delicious air, sparkling lakes, and stunning scooped-out vistas from a bygone age. I have heard others speak effusively about its jaw-dropping beauty. But after seeing Glacier for myself, I can honestly say that prior descriptions did not do it justice. It exceeded my expectations. It’s spectacular.Passage 2:At 6:00 am, my classmates and I met at the school gate. Then we went to the Xihu Park by bus. In the morning, we went to the zoo, where we saw many different animals. Of all the animals, I like monkeys best. At noon we had a picnic lunch on the grassland. After a short rest, we went boating on the Yingshan Lake. We held a boat race and our team won. At about 4:00 in the afternoon, we went home.Ask the students to decide which a diary is and which a travel journal is. (Passage 1 is a travel journal while Passage 2 is a diary. )2)Make a list of details from the travel journal that you believe are real and you don’t believe are real.Real details Unreal details1.2. 1.2.3.2. While-writing1)Write a short email to Wang Kun as a friend of his and ask him something about Laos.2)Read your writing and check the mistakes by yourselves.3)Exchange your writing and correct the mistakes.4)Rewrite the email again.3. After-writing1)Choose some samples and show them in class.2)Tips on writing:Pay attention to the form of an email.Pay attention to the tense while writing.Pay attention to the structures of the sentences.→Step 4 Language Points1. record1) vt. 记录，记载；录音，录制This volume records the history of the city.这部书记录了该城市的历史。
NSEFC Book 1 Unit3 Travel Journal说课稿
NSEFC Book 1 Unit3 Travel Journal说课稿
NSEFCBook1Unit3TravelJournal
一、说教材
（一）说教材内容和学情
（二）说教学目标
（三）说教学重点和难点
（四）说教材处理
二、说教法和学法
三、说教学程序
四、说板书设计
大家好！我说课的内容选自人教版普通高中课程标准实验教科书英语必修一第三单元。
本单元的话题是Traveling，它是中学生日常生活中比较感兴趣的话题之一。
阅读文章的标题是“JourneydowntheMekong”，共三个自然段。
课文介绍了王昆和王微的梦想和他们的计划。
我的教学对象是高一学生。
他们对新的班级和新的学习方式还没有适应。
根据《英语课程标准》关于五维课程目标的规定，这节课的教学目标有语言知识目标、语言技能目标、情感态度目标、学习策略目标和文化意识目标
1.语言知识目标：学生能了解和熟悉文章中重点单词和词组，如persuade,graduate,schedule,organize,eversince,befondof,changeone’smind,。
Unit3《TravelJournal》Period4Listening说课稿4(人教版必修1)
Unit 3Travel journalPeriod 4Listening整体设计从容说课This is the fourth teaching period of this unit. As usual, the teacher will first get the students to review what they learned in the last period, and then lead in the new lesson.The emphasis of this per iod should be placed on developing students’ listening ability. Listening and speaking on Page 23 in the textbook is the third part of JOURNEY DOWN THE MEKONG:CHATING WITH A GIRL. The teacher can first lead in the topic by talking about the first part of JOURNEY DOWN THE MEKONG:THE DREAM AND THE PLAN. Tell the students on the way to meet their cousins, the two travelers Wang Wei and Wang Kun see a girl walking along the road. Wan Kun stops to chat with her. Then ask the students to turn to Page 23 and play the tape for them to do each exercise in turn. While they are listening, the teacher should pause and repeat the key sentences to help students understand. When checking the answers, explain some difficult listening points if necessary.As to the parts Listening on Page 55 and Listening task on Page 58 in the Workbook, the teaching procedure can be approximately the same as the above.Perhaps some students will find it hard to listen and understand listening materials. Encourage them not to give up. The more they listen to English, the easier it becomes.教学重点教学难点教学方法-based listening2. Cooperative learning教具准备 normal teaching tools三维目标Knowledge aims:1. Get the students to learn some useful new words and expressions.2. Get the students to know about the simile.Ability aims:1. Enable students to catch and understand the listening materials.2. Develop the s tudents’ ability to get special information and take notes while listening.Emotional aims:Get the students to know more about the Mekong Delta region by listening to and understand listening materials, thus stimulate the students’ love for nature.教学过程设计方案（一）→Step 1 Revision1. Check the homework exercises.2. Ask some students to make a dialogue, using the Present Continuous Tense for future actions.→Step 2 Warming up1. Ask some students to talk about Part 1 THE DREAM AND THE PLAN.2. Tell the students:We are going to listen to Part 3 CHATING WITH A GIRL. On the way to meet their cousins, the two travelers Wang Wei and Wang Kun see a girl walking along the road. Wan Kun stops to speak to her.Turn to Page 23 and do each exercise in turn. Before listening, read aloud the tasks and make sure the students understand what to do. Try to guess what the listening is about.1. Play the tape, then let the students do Exercise 2:Listen to Part 3 CHATING WITH A GIRL and tick the statement which tells main idea of the dialogue.Check the answer with the whole class.2. Play the tape again for the students to answer the following questions:Where is the girl from?What do people in Laos use the river for?Why do people in Laos call the river “the sea of Laos”?What is the river called in Tibet and Vietnam?What other beautiful sights along the Mekong River in Laos?3. Play the tape for the third time for students to finish the passage in Exercise 3.Several minutes later, check the answers with the whole class. Play the tape again if necessary.4. Get into pairs and continue the dialogue between Wang Kun and the girl, using the expressions for good wishes and farewells.→Step 4 Listening (on Page 55 in the Workbook)Tell the students:Turn to Page 55. We are going to listen to Part 4 OCTOBER IN LAOS. Go through the tasks first and make sure you understand what to do.1. Play the tape for the students to do Exercise 2:Listen to Part 4 of JOURNAL DOWN THE MEKONG and tick the words you hear on the tape.2. Play the tape again for the students to do Exercise 3:Listen to this material again and answer the questions.3. In groups make a list of adjectives to describe the countryside in Laos.4. Check the answers with the whole class. Play the tape again if necessary.→Step 5 Listening task (on Page 58 in the Workbook)Tell the students:We are going to listen to Part 5 ON THE ROAD IN LAOS. In this part, Wang Kun is describing a few of the things they saw during their tour.1. Before listening, look at the picture and discuss the questions.1)Is this photo a modern one or was it take many years ago? How do you know?2)What information can you get from the picture?2. Play the tape for the students to write the main idea in one sentence.3. Play the tape again for the students to fill in the information on the chart.Life along the river in the pastLife along the river now3 34. Discuss the questions.1)How did Wang Kun and Wang Wei greet the old man?2)What did they talk about?3)Do people like t he change of lifestyle? What about the old man’s attitude?4)Why does the man prefer the old day of life?Several minutes later, check the answers with the whole class. Play the tape again if necessary.1. Finish off the Workbook exercises.2. Try to retell Part 3 CHATING WITH A GIRL, Part 4 OCTOBER IN LAOS and Part 5 ON THE ROAD IN LAOS.板书设计Unit 3Travel journeyListeningPart 3 CHATING WITH A GIRL On the way to meet their cousins, the two travelers see agirl walking along the road. Wan Kun stops to chat withher. . .Part 4 OCTOBER IN LAOS . . .Part 5 ON THE ROAD IN LAOS . . .活动与探究Go to the library to read or get online to search in order to find some places of interest in China and in the world. Take notes of your findings and tell the class which place you want to visit most.Sample notes:Of all the notable mountains in China, Mount Huangshan, to be found in the south of Anhui Province, is probably the most famous. Originally known as Mt. Yishan it was renamed Mt. Huangshan in 747 AD in recognition of the legendary Huang Di, who was the reputed ancestor of the Chinese people and who made magic pills for immortality here.Wu yue is the collective name given to China’s most important mountains, namely Mt. Taishan in Shandong Province, Mt. Huashan in Shaanxi Province, Mt. Hengshan in Shanxi Province, Mt. Songshan in Henan Province and Mt. Hengshan in Hunan Province. It is said that you won’t want to visit any other mountains after seeing wu yue but you won’t wish to see even wu yue after returning from Mt. Huangshan. This saying may give you some idea of the beauty and uniqueness of Mt. Huangshan. Together with the Yellow River, the Yangtze River and the Great Wall, Mt. Huangshan has become one of the great symbols of China.Mt. Huangshan can boast not only of its magnificence but also its abundant resources and great variety of zoological species, for which it has been listed as a World Natural and Cultural Heritage Site.。
英文说课稿Unit 3Travel journal Period 5Extensive Reading
全英文说课稿Unit 3Travel journal Period 5Extensive ReadingThis is the fifth teaching period of this unit. The teacher should first check the students’ homework and offer chances for the students to go over what they learned in the last period at the beginning of the class.In this period, the teaching emphasis will be put on developing the students’ reading ability by reading extensively and getting them learning to use some reading strategies such as skimming, scanning. As to new words and phrases, the teacher can first find those the students feel most difficult and help them to understand. Some important points should be explained and practiced.We will deal with two reading passages. The first one is the second part of JOURNEY DOWN THE MEKONG:A NIGHT IN THE MOUNTAINS. Part of the purpose of this entry is to reach students in the affective domain. It tells us what Wang Wei and Wang Kun saw, heard and did, also how they felt in Tibet. In order to lead in the topic of this part, the teacher can first show the students a picture about the Tibetan mountains and ask some questions about Tibet. Then ask the students to fill in the chart designed according to this part by skimming and to locate particular information by scanning. While checking their answers with the whole class, deal with any language problems the students can’t work out by themselves. Later on, ask the students to listen to the tape, mark the rising and falling tone of each sense group and sentence and practice reading aloud. The second passage is still part of the travel journal that makes up the whole of this unit. Actually it is about the end of the journey. So this reading assumes information from other parts of the unit. The cyclists began their journey in Qinghai province and passed through Tibet, Laos, Cambodia and Vietnam. Then there is the exercise which requires the students to use information not only from this reading passage but also from other parts of the journal. So encourage them to discuss the topics in the chart and look elsewhere in the unit for the answers.During the course of reading teaching, the teacher can not only develop students’ reading ability, but also get the students to learn about common knowledge about Tibet, Laos, Cambodia and Vietnam.To consolidate the contents of the reading passages, the students should be required to retell the two parts. In order to arouse the students’ interest, the teacher can hold a competition between groups.教学重点Develop the students’reading skills by extensive reading.教学难点Enable the students to learn to use reading strategies such as skimming, scanning, and so on.教学方法 1. Task-based teaching and learning2. Cooperative learning3. Discussion教具准备 A tape recorder and other normal teaching tools三维目标Knowledge aims:1. Get the students to learn the new words and expressions:shorts, camp, as usual, so far, put up2. Get the students to know about Tibet, Laos, Cambodia and Vietnam.Ability aims:1. Develop the students’ reading skills by extensive reading.2. Enable the students to learn to use different reading strategies.Emotional aims:1. Enable the students to love and enjoy nature.2. Develop the students’ sense of group cooperation.教学过程设计方案（一）→Step 1 Revision1. Check the homework exercises.2. Ask some students to retell Part 1 THE DREAM AND THE PLAN.→Step 2 Lead-inShow the students the picture:The Tibetan Mountains. Brainstorm the following questions:Have you ever been to Tibet? Do you want to travel in Tibet? Can you tell me something about Tibet?After talking about Tibet, tell the students:Wang Wei and Wang Kun are going on with their Journey Down The Mekong. They are in Tibet now. Turn to Page 22. Read Part 2 A NIGHT IN THE MOUNTAINS quickly and then answer me several questions.→Step 3 Reading1. Get the students thinking about the picture and the topic of the passage, then discussing in pairs to predict what it says.2. SkimmingGet the students to read quickly and fill in the chart.see hear dofeelSuggested answers:see snowfall clear sky bright stars hear a lmost no sound but that of the fire do ride bicycle in the snow change autumn clothes to winter clothes change winter clothes back to autumn clothes put up tents to make camp feel (legs)heavy and cold To climb the mountain was hard work, but to go down the hills was great fun. can hardly wait to see their cousins 3. ScanningWork in pairs. Read the passage again to locate particular information.1)How does Wang Kun feel about the trip?2)What do you think has changed his attitude?3)Is it natural for Wang Kun not to feel lonely?4)Would you feel the same way in this situation? Why or why not?Suggested answers:1)She is starting to like the trip.2)Seeing the beautiful land.3)Yes. Because the scene Wang Kun saw is beautiful. The sky was clear and the starswere bright. Also their cousins are waiting for him.4)You may have different opinions about this. Just speak it out and let us share your idea, will you?4. Language PointsW hile checking the students’ answers, deal with any language problems to see if the students can guess the meanings of the new words and expressions.5. Reading and underliningRead the passage quickly again and underline all the useful expressions and collocations in it.Collocations:although, ride bicycles, in front of, as usual, need to do sth. , be great fun, reach a valley, much warmer, change. . . into. . . , T-shirts, shorts, in the early evening, stop to do sth. , make camp, put up, after supper, go to sleep, stay awake, at midnight, become clear, so. . . that. . . , the sound of the fire, so far, join sb. , hardly wait to see, change one’s attitude6. Reading aloudPlay the tape for the students to listen and mark the rising and falling tone of each sense group and sentence. Then practice reading aloud.→Step 4 DialogueImagine that the dialogue happens the next morning before Wang Kun and Wang Wei leave their camp. Write a short dialogue between them with your partner.Several minutes later, ask some students to show their dialogue to the class.Sample dialogue:Wei:You look so tired.Kun:Yes, I stayed up late last night.Wei:Really? What did you do?Kun:I watched the clear sky and the bright stars.Wei:That’s nice. They must have been pretty.Kun:Yes, they were.→Step 5 Reading task(on Pages 58-59)1. Ask the students to turn to Page 59 and read the passage:The End of Our Journey. Then fill in the form with the information from the travel journal.Topic Laos Cambodia Vietnam Population Weather Learning Farming 2. Check the answers with the whole class. Deal with any language problems.Suggested answers:Topic Laos Cambodia Vietnam Population half the population of Cambodia twice the population of Laos almost seven times the population of Cambodia Weather cool and dry in autumn cooler in the north and much warmer in the south Learning half of its people couldn’t read or write Farming rice and fish rice and fish rice, fish and fruit →Step 6 ConsolidationRetell each part of JOURNEY DOWN THE MEKONG. Work in groups.1. Fill in the chart.JOURNEY DOWN THE MEKONG Part 1 Part 2 A night in the mountains Part 3 Part 4 Part 5 Part 62. Choose one for each group to report their retelling.→Step 7 Homework1. Finish off the Workbook exercises.2. Write a summary for each part .。
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Unit3 Travel Journal说课稿及教学设计中宁一中何辉Unit3 Travel Journal 说课稿教学课题新课标人教版高中英语必修一第三单元Unit 3 Travel journal Reading: Journey down the Mekong教案背景1、面向学生：高一2、学科：英语3、课时：14、学生课前准备：1）预习生词，了解单词的意思2）预习课文，了解课文的大意3）网络搜索关于湄公河的背景知识教材分析本课是新课标人教版高一必修一第三单元的阅读课，本课是阅读课，文章讲到了主人公王坤和姐姐王蔚想骑山地车旅行，于是选定了湄公河作为旅游路线，他们选择海拔5000多米，空气非常稀薄的高山作为旅行的起点，这注定是一次非常刺激的旅游经历。
通过查阅资料，他们知道了河流的特点和流向，沿途所要经过的地形等等，增长了地理方面的知识，开阔了视野。
通过阅读，教师不仅要让学生学到一些有用的单词和词组，训练他们的阅读技能，还要让学生懂得如何做好旅行前的准备工作，例如选择自己感兴趣的旅行地点，确定旅行路线，通过查地图等了解沿途的相关信息，激发学生旅游的兴趣。
教学重点：1、提升学生篇章的整体理解能力。
2、有机整合文本信息，提高运用英语的综合能力。
3、通过课程资源的挖掘，丰富学生的文化内涵，开拓国际视野教学难点：1、如何利用略读、查读等阅读技巧来确定关键词、主题句、形成阅读策略。
2、如何帮助学生运用阅读策略，促进学生自主学习。
3、怎样以阅读课的教学为依托，全面训练学生的听、说、读、写能力。
4、如何帮助学生以教材为资源，实现语言与文化的对接，形成语言输出的语言应用综合能力教学之前用百度在网上搜索关于The Mekong的文字资料和图片资料，给学生了解湄公河提供直观感受。
让学生了湄公河流经的国家，并对主人公旅行的路线以及见闻有一个大致的了解，从而更好地理解课文，也能启发学生关注途经国家的文化信息教学目标:1、认知目标：帮助学生利用略读等策略找出关键词；运用关键词和所预习的生词复述课文。
2、技能目标：提升阅读能力，培养学生提取、加工信息和分析问题的能力；提升表达能力，学会用英语来表达设计旅游文化的相关话题；学会用英语设计旅游计划。
3、情感目标：学生通过文本学习丰富对湄公河背景文化的了解，开拓国际视野，增强学生在旅游中接受异国文化的能力，并让学生感受主人公认真谨慎的态度，养成做事充分准备坚持到底的好习惯。
教学方法情景教学法、讲授法、任务型教学法、分组讨论法1、通过设置情景和教师讲授，帮助学生了解和学习关于湄公河的背景文化，激发学生的兴趣，扩大学生的视野。
2、运用任务型教学法，通过课前、课中、课后的任务设计，引领学生理解文章主题，关注涉及主题的关键信息，深化理解语言背后的文化内涵及文化差异。
3、结合所给信息和图片，让学生分组讨论，在学生用英语进行表达及思维碰撞的同时，让学会合作学习、自主探究。
教学理论依据英语教学是一种教与学的双边活动，教学的实质是交际。
只有从组织教学活动入手，使学生得到充分的语言锻炼，才能有效地培养学生运用英语进行交际的能力。
新课标提出：“外国语是学习文化科学知识，获取世界各方面信息和进行国际交往的重要工具。
”和“……发展听、说、读、写的基本技能，提高初步运用英语进行交际的能力，……”，我结合新课标和本班学生的实际，对教材进行了有效整合，以任务型教学模式贯穿始终，每一部分都设有一定的任务，引导学生自主或者合作完成。
阅读活动由整体入手，由易到难，步步推进，层层深入。
过程中，发挥网络搜索在教学中应用优势，图文并茂让学生对主题信息有一个直观的了解。
整个教学活动以教材为载体，以学生为中心。
学生参与活动贯穿始终。
学生既有个人活动，又有小组活动和班级活动。
在课堂教学中，学生应该紧跟老师的领导，积极用心的投入到讨论，表演等小组活动中来，以培养自己依托阅读课来提高听、说、读、写的能力。
教学过程:Step 1：Lead inT: Do you like traveling? Why?Because I want :To increase knowledgeTo make new friendsTo try new kinds of foodTo experience life in different placesTo have fun / enjoy oneselfTo keep fit…More questionsQ1: Have you visited any river?Q2: How many great rivers do you know? (Mekong, Seine, Nile, Thames, Congo, Amazon, Mississippi, )Step 2:Pre-readingT: Have you visited the Mekong River? If no, let’s learn something about it.①Enjoy a video of the Mekong River from the internet②Show a picture of the Mekong River from the internetQuestion: Can you list the countries that the Mekong River flows through?Answer: China→Myanmar→Laos→Thailand→Cambodia→Vietnam→South China SeaStep 3 ReadingTask1 Fast reading:1.Decide which is the main idea of the passageA. The author(作者) and his sister’s plan about their winter holiday.B. The experience during the author and his sister’s trip in Qinghai.C. The author and his sister’s plan and preparations(准备) for their trip.D. anecdotes(轶事）that happened during their trip.2.How many people are mentioned in the passage?What’s the relationship between them?Task2 Careful Reading1 Read Paragraph1 quickly and answer the following questions①.What is the dream of Wang Kun and Wang Wei?Their dream was to take a great bike trip.②Who are Dao Wei and Yu Hang?They are Wang Kun’s cousins who are at a college in Kunming.2.Read Para.2 quickly and answer the following question:What difficulties did Wang Kun and Wang Wei find about their journey?The journey will begin at _________________________meters, where it would be hard _________and _________ .3.Read Paragraph 3:What can they see along the Mekong?It begins in a ______ on a mountain in Qinghai Province.The river is small and the water is clear and cold.Then, it______ quickly. It becomes______ as it passes through deep _____It travels across western Yunnan Province.Sometimes, the river becomes a _______ and enters ____ _____ .It becomes wide, brown and warm. .Entering Southeast Asia, its ______ slows.It makes wide ______or meanders through ____ _____ .It flows to the ______ where rice grows.At last, the river ____ enters _________________.Match the main idea with each paragraphPara.1 1. The preparation before the trip and detailsabout Mekong RiverPara.2 2. Different attitudes between them.Para.3 3. Decide to take a great bike trip along theMekong RiverTask3.Post-readingRead the text again and fill in the blanks.My name is Wang Wei. My brother Wang Kun and I have ______________ taking a great bike trip. When we ________ from college, we decided to cycle along the entire Mekong River from where it begins to where it ends. I don’t _____ _____details. Although I didn’t know the best way of getting to places, I ______ I organize the trip properly.When I was told that the ________ would begin at an altitude of more than 5,000 meters, I was excited about it. When he told me the difficulties we would come across during the journey, I gave him a _________ look--the kind that said I would not _____ _____ _____. Wang Kun knows once I have made up my mind, nothing can change it, so he had to _____ ____.Step 4: Discussion1. If you and your friends want to go for a travel,what will you prepare? Why?2. Different travelers may have different pueposes to travel,what about you when you plan to travel?Step 5：Homework1.Find more information about the Mekong River.2. Review the passage after class and pay attention to new words and phrases.教学反思本节课我根据《英语课程标准》的精神进行教学设计，并采用任务型教学法进行教学。